Kaua`i Community College
Annual Program Review for
Hawaiian Studies Program
Program Description
The Hawaiian Studies department of Kaua’i Community College is committed to addressing the preamble of the Hawai’i State Constitution. “ We, the people of Hawai’i, grateful for divine guidance, and mindful of our Hawaiian Heritage and uniqueness as an island State, dedicate our efforts to fulfill the philosophy decreed by the Hawai’i State motto, “Ua Mau Ke ‘Ea O Ka ‘Aina I Ka Pono”. In addition, as an educational agency of the State of Hawai’i, we are empowered to “...promote the study of Hawaiian culture, history, and language. The state shall provide for a Hawaiian education program consisting of language, culture, and history in the public schools. The use of community expertise shall be encouraged as a suitable and essential means in furtherance of the Hawaiian education program.” (Article X, section 4, State of Hawai’i Constitution) In addition, the Hawaiian language has been officially recognized as an official State language. (Article XV, section 4.) “ English and Hawaiian shall be the official languages of Hawai’i, except that Hawaiian shall be required for public acts and transactions only as provided by law.”
In view of these State of Hawai’i constitutional statements, the Hawaiian Studies department of Kaua’i Community College has developed the following mission.
The Hawaiian Studies program shall promote, practice and perpetuate the values, language, culture, and native perspective of history of the indigenous peoples of Hawai’i. In addition, the Hawaiian Studies program will strive to promote Hawaiian culture, language, and history to the general population of the community of Kaua’i. The program strives to assist the community to gain an understanding and knowledge of Hawaiian culture, language, and history that may address personal, professional, and/or academic pursuits. To attain this mission the following goals have been developed.
Goals:
1. Describe Native Hawaiian cultural concepts as learned through exposure to the various aspects of Hawaiian culture, such as; language, the arts, science, social science and history.
2. Apply Native Hawaiian concepts, knowledge and methods to the broader areas of science, humanities, arts and social sciences—in academia and in other professional endeavors.
3. Use writing and/or oral and written communication skills to discover, develop, communicate, and reflect on issues relevant to themselves and to their community.
Part I. Quantitative Indicators
Fall 2011 Spring 2012
2 sections HWST 107 (54 students) 2 sections HWST 107 (48 students)
1 section HWST 111 (14 students) 1 section HWST 281 (15 students)
1 section HWST 128 (11 students) 1 section HWST 251 (5 students)
1 section HWST 299V (4 students)
2 sections HAW 101 (25 students) 1 section HAW 102 (16 students)
1 section HAW 201 (13 students) 1 section HAW 202 (6 students)
1 section HAW 221 (12 students) 1 section HAW 222 (10 students)
1 section HAW 261 (19 students)
1 section BOT 105 (20 students) 2 sections BOT 105 (38 students)
1 section HIST 284 (13 students)
1 section REL 205 (21 students) 1 section REL 205 (18 students)
Total (12 sections) (202 students) Total (11 sections) (160 students)
Fall 2012 Spring 2013
2 sections HWST 107 (48 students) 2 sections HWST 107 (50 students)
1 section HWST 111 (14 students) 1 section HWST 177 (11 students)
2 sections HAW 101 (40 students) 1 section HWST 251 (2 students)
1 section HAW 201 (12 students) 1 section HWST 281 (21 students)
1 section HAW 221 (7 students) 2 sections HAW 102 (25 students)
1 section HAW 261 (16 students) 1 section HAW 202 (5 students)
2 sections BOT 105 (43 students) 1 section HAW 222 (7 students)
1 section HIST 284K (11 students) 1 section BOT 105 (24 students)
1 section REL 205 (12 students) 1 section HIST 284 (16 students)
1 section REL 205 (19 students)
Total (12 sections) (203 students) Total (12 sections) (180 students)
Fall 2013 Spring 2014
3 sections HWST 107 (70 students) 2 sections HWST 107 (53 students)
1 section HWST 111 (22 students) 1 section HWST 281 (25 students)
1 section HWST 199V (3 students) 1 section HWST 251 (11 students)
1 section HWST 251 (5 students) 1 section HWST 290 (9 students)
2 sections HAW 101 (36 students) 2 sections HAW 102 (25 students)
2 sections HAW 201 (33 students) 2 sections HAW 202 (19 students)
1 section HAW 221 (6 students) 1 section HAW 222 (6 students)
1 section HAW 261 (18 students) 1 section REL 205 (22 students)
1 section ANTHRO 220 (28 students)
2 sections BOT 105 (43 students)
Total (15 sections) (254 students) Total (11 sections) (170 students)
Fall 2014 (preliminary)
2 sections HWST 107 (48 students)
1 section HWST 111 (17 students)
1 section HWST 128 (13 students)
2 sections HAW 101 (19 students)
1 section HAW 201 (20 students)
1 section HAW 261 (21 students)
2 section BOT 105 (41 students)
1 section HIST 284K (24 students)
Total (11 sections) (203 students)
Part II. Analysis of the Program
In review of the data collected regarding courses taught by Hawaiian Studies faculty, it has shown a fairly steady enrollment overall from year to year. There was a spike in enrollment during the Fall 2013 semester showing a total of 252 students enrolled in courses during that term. This was an increase of 51 students or a 24% increase from Fall 2012 to Fall 2013, but then a decrease of the same amount in Fall of 2014. The Spring semesters of 2013 to 2014, showed a slight decrease of students by about 5%. However, taking into account the complete academic years 2012-2013 and 2013- 2014, there was an increase of about 10% or 41 students in courses that are taught by Hawaiian Studies faculty.
Fall 2012 / Spring 2013 / Fall 2013 / Spring 2014 / Fall 2014# of students / 203 / 180 / 254 / 170 / 203
In terms of the number declared majors in the program, the latest three (3) terms Fall 2013, Spring 2014, and Fall 2014 has yielded an average of 36 majors per semester. In comparison to the Fall 2012 semester (which was the inaugural semester of the AAHWST program) that showed 15 AAHWST majors. The subsequent Fall semesters in 2013 and 2014 represent a doubling of this number. With the increase of the AAHWST majors, a decline has occurred in the number of students who have declared the ASC-HWST as an educational goal. This is not surprising in that most students would opt for the AA degree that could lead to a 4-year program within the University of Hawaiʻi system rather than a certificate. However, we are currently reviewing, revising, and re-writing the current ASC-HWST curriculum and will be developing at least 2 new ASC-HWST programs in the coming years through the support of a Title III grant.
Fall 2013 / Spring 2014 / Fall 2014Majors
AA- HWST / 39 / 35 / 34
ASC-HWST / 11 / 4 / Unavailable at this time
Spring 2013 / Fall 2013 / Spring 2014
Graduates
AA- HWST / 1 / 2 / 5
ASC- HWSST / 9 / 3 / 4
The increase in majors also reflects an increase in students that enroll in courses taught by HWST faculty. Though a slight decrease during the Spring 2014 semester was shown, it did not appear to significantly detract from the number of majors. The Fall 2014 (the most recent semester) did reflect a decrease from the previous Fall semester. This could be attributed to the reduction of course sections offered during this semester due to a retirement, a maternity leave from the normal faculty available, and a cancelled course due to low enrollment. However, the number of majors in the program has remained steady. To address the needs of majors, classes are being offered in rooms that may not be conducive to the learning of the subject matter. One of the courses is being taught in a Nursing classroom and an Auto Body Repair classroom respectively. In addition, courses are also being taught in the Learning Center classrooms, a computer lab, and in a classroom within Student Activities. This situation will be further compounded by the addition of at least two more sections of courses in the coming years. In one case, a required course for the program is currently not offered on this campus, but will be offered on campus next semester. In the second case, there are at least two other courses not currently offered for the lack of an instructor, which may be rectified within the next four semesters. In addition, the department will offering at least 2 new ASC certificates within the next 5 years that will add at least 3 new courses to the overall program. Minimally, that would indicate fur (4) additional courses that would potentially need classroom space each semester.
In terms of the data that has been made available through the Annual Report of Program Data by the UH system office, we continue to question the appropriateness of some of the data utilized. Or, we do not fully understand the rationale of the data collected and its relationship to the program. Perhaps the most immediate question is defining “program courses”. This was brought into question in last year’s program report and we have not received any response or discussion of this point as of this date. In response, we have asked our campus Institutional Researcher to manually extract data from our core courses for the AAHWST degree program (HWST 107, HWST 270, HAW 101, and HAW 102). We have not received that data at the time of this report. A discussion still needs to take place to identify those courses that should be attributed to the Hawaiian Studies program, or identify courses that could be attributed to multiple programs to more accurately reflect each program. This in turn will assist in defining FTE faculty workload, efficiency, SSH, and other factors.
As mentioned previously, the increased enrollment of students in courses taught by Hawaiian Studies faculty and the increased number of majors in both the AAHWST and the ASC Hawaiian Studies has definitely been a strength of the program. This has been due to a number of department activities led by the faculty themselves that include a “pa’ina” activity at the beginning of each semester, an active Hula Club, an emerging Hawaiian Club, the Kikuchi Center, international programs involvement, and various off-campus activities that are tied into various coursework. The occurrence of a beginning of the semester Hawaiian Studies department “pa’ina” at the start of each semester has appeared to encourage students to become involved in the program. The “pa’ina” has been a venue in which students are able to interact with each other outside of a classroom environment as well as to get to know the Hawaiian Studies faculty, program, and services available to them. The department averages 38 students during every “pa’ina” activity. This number is probably restricted because of the size of the venue (Hawaiian Studies classroom). The Hawaiian Studies faculty provides the funds to purchase “pupu” type refreshments for those attending. The student clubs (Hula and Hawaiian) along with the faculty advisors have been quite active around the campus and community. These students have performed for campus activities, participated in community projects, and have become representatives of the program and institution. The involvement of the faculty with activities outside of the classroom and beyond the normal workload expectations is probably the most singular strength of the program and department. Though there are differences of opinions at times, the faculty is able to focus on the vision of the program for the benefit of the students involved, put aside personal goals, and move forward modeling Hawaiian cultural values that we hope to instill in our students.
In terms of areas that could be strengthened, the most obvious would be the upkeep and repair of the existing facilities. The following areas that focus on facilities have been expounded upon in previous Program Reviews, but they do need to be repeated. The existing two structures that make up the Hawaiian Studies building was built in 1994 (as a replacement for the first building destroyed in 1992 by Hurricane Iniki) and then an addition to the building was done in 1998. Since that time there has been a gradual degradation of the building both to the exterior as well as the interior. Portions of the lanai, railings surrounding the lanai, steps, gutters, roof eaves, and even the roof shingles have deteriorated to the point of being unusable or unsafe. In addition, the carpet within the building that houses Hawaiian Studies faculty, a part-time academic advisor, and the Na Pua Noeau program coordinator has not been replaced since first installed in 1994. Because of moisture that has gotten into the building due to the design of the roof eaves and the natural movement of wind and rain, has become a breeding place for mold and mildew.
In keeping with the facilities note, a weakness would be the availability of appropriate instructional spaces that are needed during the appropriate times. The past Fall 2013 schedule lists 15 sections of HAW or HWST courses or courses that are taught by Hawaiian Studies faculty. If we take into account that these courses use three (3) different classrooms, then that would mean an average of 5 sections would utilize each classroom. That would mean (assuming at least one hour of class time per section) each classroom would be used for 5 hours each day during the semester. In comparison, the English department has 33 sections listed in the Fall 2013 schedule utilizing 10 different rooms. This averages to 3.3 sections being housed in each classroom and a usage of 3.3 hours per day by the English department. We know that the reality is all classrooms, as well as other spaces, are being utilized to the maximum. But, this does show that the Hawaiian Studies classroom, consisting of one (1) classroom space, is being fully utilized. In addition, other spaces (e.g. Computer lab, automotive rooms, OSC conference room, etc.) are being used as classrooms for those HWST and HAW courses that cannot be housed in the Hawaiian Studies building and thus detracts from the intended usage of those spaces. There is the argument that within an average workday, the existing facilities should be able to handle the amount of classroom space needed. However, we all know that classroom space at the appropriate or in-demand times are at a premium. Our students (both traditional and non-traditional) drive the timing of class schedules as well as the courses themselves that then impact classroom demand during specific times of the day or evening. The construction of a new building to house Hawaiian Studies courses and activities would also lessen the burden on classroom space in other areas. This represents a historical account of the lack of appropriate space for HWST and HAW courses. This points out that with the anticipated growth of the program in terms of the addition of courses and certificates, the department will pressure other facilities for classroom space. We are being proactive in addressing these space needs at this time in anticipation of a steady program growth, rather than a reactive stance of waiting till the need is eminent.